Stage 3 - Plan Learning Experiences and Instruction
Note: How are you using technology as a teacher? How are your students using technology? (W) .1 Students understand that....(Where), Real Life (Why), MLR or CCSS (What) (H) .2 Engage (Hook) (E) .3 Students will know (Equip), Graphic Organizer and Cooperative Learning the content (Explore), working on product (partners, teams...) (Experience) (R) .4 Checking for Understanding Strategies during instruction (Rethink), Self-Assessment using Rubrics or Checklist, feedback by students (Rethink/Revise), and feedback by teacher on Product (Revise/Refine), (E) .5 Formative Assessment - Pre-Assessment: (note:lesson 1 only), Checking for Understanding: and Timely Feedback: (Evaluate) (T) .6 Give an example of each Multiple Intelligences (Tailor) Verbal-Linguistic Logical/Mathematical Visual/Spatial Bodily/Kinesthetic Musical/Rhythmic Intrapersonal Interpersonal Naturalist (O) .7 Students will be able to ..., (Insert Facet Name) Product: Type II Technology, Number of Days: (Organize)
Recipes4Success Lesson Library. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.
Lesson 1
Consider the W.H.E.R.E.T.O. elements. (L)
(W)1.1 Students understand that there are two major textual themes in the novel. (Where), To approach a comprehensive understanding of content in order to better contribute to subsequent lessons. (Why), CCSS - Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide and objective summary of the text. (What) (H) 1.2 Students will sit down and have an open discussion about what is important to them in their lives before delving into content. (E)1.3 Students will know that Franny and Zooey are, at times, examples of fatalism, existentialism, and absurdism. (Equip), Using a venn diagram, students will break apart the themes into two major categories and note their similarities and differences. Through a 'Think-Pair-Share' method of cooperative learning, students will establish what they think on an individual level, and then share with the rest of the class. (Explore), Create an online, digital diagram which contrasts two major themes and their importance.(Experience) (R)1.4 Using the 4,3,2,1 method of checking for understanding, I will be able to quickly discern level of understanding, and students will not feel alone as they find others on their levels. (Rethink), Self-Assessment using Rubrics or Checklist, feedback by students (Rethink/Revise), and feedback by teacher on Product (Revise/Refine) (E)1.5 Formative Assessment - Pre-Assessment: (Administer a survey assessing understanding of philosophical themes in the book), Checking for Understanding: 4,3,2,1 and Timely Feedback: Self, Teacher, Peer (Evaluate) (T) 1.6 Tailors Verbal: Students will have the opportunity to write extensively. Logic: Students will have the opportunity to compare and contrast in an organized fashion through thought-out graphic organizers and/or diagrams. Visual: Students will have the opportunity to design a graphic diagram as creatively as they would like to depict/organize the content. Musical: Students will have the option to find a clip from a radio program similar to the one Franny and Zooey were on as children to share with the class. Kinesthetic: Students will have the opportunity to learn while moving about during the cooperative 'Think-Pair-Share' learning method. Intrapersonal: Students will have the opportunity to work alone on their graphic organizers, if they choose, and must work alone on their final products. Interpersonal: Students will have the opportunity to work socially, with others, during their group time in 'Think-Pair-Share.' Naturalist: Students will have the opportunity to discuss, in their 'Think-Pair-Share' groups, the lack of nature throughout the text as a theme. (O)1.7 Students will be able to decide what the two major themes are. (Application) Product: Virtual Diagram, Number of Days: 1-2 (Organize)
Lesson 2
Consider the W.H.E.R.E.T.O. elements. (L)
(W)2.1 Students understand that the two major themes evolve to create the integral elements of the story. (Where), To craft a better understanding of the novel at its state at that point, and to begin understanding the direction of the novel from that point. (Why), CCSS - Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide and objective summary of the text. (What) (H) 2.2 Students will listen to a radio broadcast similar to the one that the central characters were on as children. (E)2.3 Students will know that Franny grows up for her realizations. Zooey exhibits love and caring. Both change for the better over time. (Equip), Students will use a timeline as a graphic organizer to come to conclusions about specific points of plot development. They will use the 'Circle the Sage' cooperative learning style to benefit on individual and group levels. (Explore), They will develop their initial timelines, individually, and create a refined, textually specific digital timeline using Lifetrack which accurately details the two major themes of the novel. (Experience) (R)2.4 Using the 'Decisions, Decisions' method of checking for understanding, students will come to clear understandings, though organized debate, about what they think the truly important themes in the story are. (Rethink), Teachers will assess and students will self-assess using the same rubric, so as to level the playing field and degree of fairness in grading. There is no peer assessment for this stage. (Rethink/Revise), and feedback by teacher on Product (Revise/Refine) (E)2.5 Formative Assessment - Checking for Understanding: Decisions, Decisions, and Timely Feedback: Self, Teacher (Evaluate) (T) 2.6 Tailors Verbal: Students will have the opportunity to write extensively. Logic: Students will organize a timeline. Visual: Students will create a LifeTrack/Timeline as their visual product. Musical: Students will listen to a radio show during the hook. Kinesthetic: Students will be physically active during the cooperative learning process. Intrapersonal: Students will work alone to develop their timelines. Interpersonal: Students will work together during the cooperative learning process. Naturalist: (O)2.7 Students will be able to make sense of how themes are developing. (Interpretation) Product: Lifetrack/Timeline, Number of Days: 1-2 (Organize)
Lesson 3
Consider the W.H.E.R.E.T.O. elements. (L)
(W)3.1 Students understand that there are two major textual themes in the novel. (Where), To contrast the integral themes in the story to understand purpose and direction of content and to establish personal ideas of what is happening within the story. (Why), CCSS - Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide and objective summary of the text. (What) (H) 3.2 Class will begin by being conducted outside, and the textual themes will relate, appropriately, to brief transcendental discussion. (E)3.3 Students will know that Seymour's death and views have defined Franny and Zooey.(Equip), Students will use a T-Chart in order to specifically compare and contrast the direction in which the themes have taken Franny and Zooey. They will use a 'ThinkPad Branstorming' method of cooperative learning in order to properly ananlyze, in groups, the positions they created in their graphic organizers. (Explore), Students will create a presentation using Prezi detailing the events within the timeline that led to the dichotomy of the two major themes and their effects on the two main characters. (Experience) (R)3.4 Using the 'Entrance/Exit Ticket' method of checking for understanding, students will better and more easily inform the instructor, without fear of judgment, what they have learned and what needs to be gone over in more depth. (Rethink), Teachers will assess, peers will assess, students will self-assess using the same rubric, so as to level the playing field and degree of fairness in grading. (Rethink/Revise), and feedback by teacher on Product (Revise/Refine) (E)3.5 Formative Assessment - Checking for Understanding: Entrance/Exit Ticket and Timely Feedback: Self, Teacher, Peer (Evaluate) (T) 3.6 Tailors Verbal: Students will have the opportunity to write extensively. Logic: Students will have the to organize using a T-Chart. Visual: Students will design a Prezi and a visual graphic organizer. Musical: Kinesthetic: Students will have the opportunity move about while participating in the cooperative learning exercise. Intrapersonal: Students will work alone on the creation of their Prezis. Interpersonal: Students will work together during the process of cooperative learning. Naturalist: The hook portion of class will be conducted outdoors. (O)3.7 Students will be able to contrast two major themes and their importance. (Perspective) Product: Prezi, Number of Days: 1-2 (Organize)
Lesson 4
Consider the W.H.E.R.E.T.O. elements. (L)
(W)4.1 The focal themes in a novel define the text by its end (Where), To understand the importance of themes on and their impacts on the characters. (Why), CCSS - Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide and objective summary of the text. (What) (H) 4.2 Students will begin class by reanalyzing class one's hook, and putting into writing a refined idea of what is important to them. (E)4.3 Students will know that Zooey exhibits love and caring. Both characters change for the better over time. (Equip), Students will use a 'Fact and Opinion' graphic organizer to heavily and directly compare and contrast thematic evidence. They will use a 'Team Pair Solo' cooperative learning exercise to discuss the content in a variety of different ways. (Explore) Students will create a blog to elaborate on their findings and support for such findings. (Experience) (R)4.4 Using the 'ABCD Whisper' method of checking for understanding, students will reflect on their varied levels of understanding amongst one another for a more refined understanding. (Rethink), Teachers will assess and students will self-assess using the same rubric, so as to level the playing field and degree of fairness in grading. Peers will not assess. (Rethink/Revise), and feedback by teacher on Product (Revise/Refine) (E)4.5 Formative Assessment - Checking for Understanding: ABCD Whisper, and Timely Feedback: Self, Teacher (Evaluate) (T) 4.6 Tailors Verbal: Students will have the opportunity to write extensively. Logic: Students will have the opportunity to compare and contrast, methodically, through the process of the graphic organizer. Visual: Students will use a graphic organizer to visually differentiate the material. Musical: Kinesthetic: Students will organize themselves during the cooperate learning model process. Intrapersonal: Students will work alone during a portion of the cooperative learning model process, and will ultimately create individual blogs. Interpersonal: Students will work in groups during the cooperative learning model process as well. Naturalist: (O)4.7 Students will be able to express how the themes define the novel. (Explanation) Product: Blog, Number of Days: 1-2 (Organize)
Lesson 5
Consider the W.H.E.R.E.T.O. elements. (L)
(W)5.1 Franny and Zooey are, at times, examples of fatalism, existentialism, and absurdism (Where) To better understand important life concepts and their applications to the story and to the individual student. (Why), CCSS - Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide and objective summary of the text. (What) (H) 5.2 Students will organize into groups based on understanding of the three major philosophical groups and will explain them to the other groups in-depth. (E)5.3 Students will know that the focal themes in a novel define the text by its end. (Equip), Students will design their own graphic organizers to reflect on their own life experiences and comparisons with the content. They will use and 'Inside/Outside' cooperative learning exercise to discuss the content in a variety of different ways. (Explore) Students will create a Tumblr to discuss their relationships with the themes presented in the content throughout a series of journal-style entries. (Experience) (R)5.4 Using the 'Fill-in-Thoughts' method of checking for understanding, students will reflect on their varied levels of understanding, individually, on a personal level. (Rethink), Teachers will assess and students will self-assesss using the same rubric, so as to level the playing field and degree of fairness in grading. Peers will not assess. (Rethink/Revise), and feedback by teacher on Product (Revise/Refine) (E)5.5 Formative Assessment - Checking for Understanding: Fill-in-Thoughts, and Timely Feedback: Self, Teacher (Evaluate) (T) 5.6 Tailors Verbal: Students will be able to write extensively. Logic: Students will have the opportunity to compare and contrast portions of content objectively. Visual: Students will design a Tumblr page based on aesthetic preferences. Musical: Kinesthetic: Students will have the ability to move about while learning during the cooperative learning process. Intrapersonal: Students will work independently on their Tumblr pages. Interpersonal: Students will work together during the cooperate learning phase. Naturalist: (O)5.7 Students will be able to relate the integral elements of the story to their own experiences. (Empathy) Product: Tumblr, Number of Days: 1-2 (Organize)
Lesson 6
Consider the W.H.E.R.E.T.O. elements. (L)
(W)6.1 Students will understand that Franny grows up for her realizations. Zooey exhibits love and caring. Both change for the better over time. (Where) To better understand the effects of the themes on the ultimate point of the novel and the positions of its characters by its end. (Why), CCSS - Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide and objective summary of the text. (What) (H) 6.2 Students will finalize the two former hooks, and fully explain what is most important to them in life. (E)6.3 Students will know that the focal themes in a novel define the text by its end. (Equip) Students will use a 'Tree Chart' graphic organizer to draw connections from themes to the ultimate points of the novel. They will use a 'Value Line' cooperative learning method to assess the group's ideas and work together to decide which are most important or relevant. (Explore) Students will create a Google Doc. and share with the class so that each student can analyze the others' ideas and formulate questions for each student. (Experience) (R)6.4 Using the 'Fist to Five' method of checking for understanding, students will reflect quickly on basic understandings before moving on to more in-depth thinking. (Rethink), Teachers will assess, peers will assess, and students will self-assesss using the same rubric, so as to level the playing field and degree of fairness in grading. (Rethink/Revise), and feedback by teacher on Product (Revise/Refine) (E)6.5 Formative Assessment - Checking for Understanding: Fist to Five and Timely Feedback: Self, Teacher, Peer (Evaluate) (T) 6.6 Tailors Verbal: Students will have the opportunity to write extensively. Logic: Students will assess their own levels of comprehension numerically. Visual: Students will design a visual graphic organizer. Musical: Kinesthetic: Students will move about while learning during the cooperative learning process. Intrapersonal: Students will work independently on their Google Docs. Interpersonal: Students will work together during the cooperate learning process. Naturalist: (O)6.7 Students will be able to understand the author's intentions and their importance. (Self-Knowledge) Product: Google Doc., Number of Days: 1-2 (Organize)
Stage 3 - Plan Learning Experiences and Instruction
Note: How are you using technology as a teacher? How are your students using technology?
(W) .1 Students understand that....(Where), Real Life (Why), MLR or CCSS (What)
(H) .2 Engage (Hook)
(E) .3 Students will know (Equip), Graphic Organizer and Cooperative Learning the content (Explore), working on product (partners, teams...) (Experience)
(R) .4 Checking for Understanding Strategies during instruction (Rethink), Self-Assessment using Rubrics or Checklist, feedback by students (Rethink/Revise), and feedback by teacher on Product (Revise/Refine),
(E) .5 Formative Assessment - Pre-Assessment: (note:lesson 1 only), Checking for Understanding: and Timely Feedback: (Evaluate)
(T) .6 Give an example of each Multiple Intelligences (Tailor)
Verbal-Linguistic
Logical/Mathematical
Visual/Spatial
Bodily/Kinesthetic
Musical/Rhythmic
Intrapersonal
Interpersonal
Naturalist
(O) .7 Students will be able to ..., (Insert Facet Name) Product: Type II Technology, Number of Days: (Organize)
Recipes4Success Lesson Library. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.
Lesson 1
(What)
(H) 1.2 Students will sit down and have an open discussion about what is important to them in their lives before delving into content.
(E)1.3 Students will know that Franny and Zooey are, at times, examples of fatalism, existentialism, and absurdism. (Equip), Using a venn diagram, students will break apart the themes into two major categories and note their similarities and differences. Through a 'Think-Pair-Share' method of cooperative learning, students will establish what they think on an individual level, and then share with the rest of the class. (Explore), Create an online, digital diagram which contrasts two major themes and their importance.(Experience)
(R)1.4 Using the 4,3,2,1 method of checking for understanding, I will be able to quickly discern level of understanding, and students will not feel alone as they find others on their levels. (Rethink), Self-Assessment using Rubrics or Checklist, feedback by students (Rethink/Revise), and feedback by teacher on Product (Revise/Refine)
(E)1.5 Formative Assessment - Pre-Assessment: (Administer a survey assessing understanding of philosophical themes in the book), Checking for Understanding: 4,3,2,1 and Timely Feedback: Self, Teacher, Peer (Evaluate)
(T) 1.6 Tailors
Verbal: Students will have the opportunity to write extensively.
Logic: Students will have the opportunity to compare and contrast in an organized fashion through thought-out graphic organizers and/or diagrams.
Visual: Students will have the opportunity to design a graphic diagram as creatively as they would like to depict/organize the content.
Musical: Students will have the option to find a clip from a radio program similar to the one Franny and Zooey were on as children to share with the class.
Kinesthetic: Students will have the opportunity to learn while moving about during the cooperative 'Think-Pair-Share' learning method.
Intrapersonal: Students will have the opportunity to work alone on their graphic organizers, if they choose, and must work alone on their final products.
Interpersonal: Students will have the opportunity to work socially, with others, during their group time in 'Think-Pair-Share.'
Naturalist: Students will have the opportunity to discuss, in their 'Think-Pair-Share' groups, the lack of nature throughout the text as a theme.
(O)1.7 Students will be able to decide what the two major themes are.
(Application) Product: Virtual Diagram, Number of Days: 1-2 (Organize)
Lesson 2
(What)
(H) 2.2 Students will listen to a radio broadcast similar to the one that the central characters were on as children.
(E)2.3 Students will know that Franny grows up for her realizations. Zooey exhibits love and caring. Both change for the better over time. (Equip), Students will use a timeline as a graphic organizer to come to conclusions about specific points of plot development. They will use the 'Circle the Sage' cooperative learning style to benefit on individual and group levels. (Explore), They will develop their initial timelines, individually, and create a refined, textually specific digital timeline using Lifetrack which accurately details the two major themes of the novel. (Experience)
(R)2.4 Using the 'Decisions, Decisions' method of checking for understanding, students will come to clear understandings, though organized debate, about what they think the truly important themes in the story are. (Rethink), Teachers will assess and students will self-assess using the same rubric, so as to level the playing field and degree of fairness in grading. There is no peer assessment for this stage. (Rethink/Revise), and feedback by teacher on Product (Revise/Refine)
(E)2.5 Formative Assessment - Checking for Understanding: Decisions, Decisions, and Timely Feedback: Self, Teacher (Evaluate)
(T) 2.6 Tailors
Verbal: Students will have the opportunity to write extensively.
Logic: Students will organize a timeline.
Visual: Students will create a LifeTrack/Timeline as their visual product.
Musical: Students will listen to a radio show during the hook.
Kinesthetic: Students will be physically active during the cooperative learning process.
Intrapersonal: Students will work alone to develop their timelines.
Interpersonal: Students will work together during the cooperative learning process.
Naturalist:
(O)2.7 Students will be able to make sense of how themes are developing.
(Interpretation) Product: Lifetrack/Timeline, Number of Days: 1-2 (Organize)
Lesson 3
(What)
(H) 3.2 Class will begin by being conducted outside, and the textual themes will relate, appropriately, to brief transcendental discussion.
(E)3.3 Students will know that Seymour's death and views have defined Franny and Zooey.(Equip), Students will use a T-Chart in order to specifically compare and contrast the direction in which the themes have taken Franny and Zooey. They will use a 'ThinkPad Branstorming' method of cooperative learning in order to properly ananlyze, in groups, the positions they created in their graphic organizers. (Explore), Students will create a presentation using Prezi detailing the events within the timeline that led to the dichotomy of the two major themes and their effects on the two main characters. (Experience)
(R)3.4 Using the 'Entrance/Exit Ticket' method of checking for understanding, students will better and more easily inform the instructor, without fear of judgment, what they have learned and what needs to be gone over in more depth. (Rethink), Teachers will assess, peers will assess, students will self-assess using the same rubric, so as to level the playing field and degree of fairness in grading. (Rethink/Revise), and feedback by teacher on Product (Revise/Refine)
(E)3.5 Formative Assessment - Checking for Understanding: Entrance/Exit Ticket and Timely Feedback: Self, Teacher, Peer (Evaluate)
(T) 3.6 Tailors
Verbal: Students will have the opportunity to write extensively.
Logic: Students will have the to organize using a T-Chart.
Visual: Students will design a Prezi and a visual graphic organizer.
Musical:
Kinesthetic: Students will have the opportunity move about while participating in the cooperative learning exercise.
Intrapersonal: Students will work alone on the creation of their Prezis.
Interpersonal: Students will work together during the process of cooperative learning.
Naturalist: The hook portion of class will be conducted outdoors.
(O)3.7 Students will be able to contrast two major themes and their importance.
(Perspective) Product: Prezi, Number of Days: 1-2 (Organize)
Lesson 4
(H) 4.2 Students will begin class by reanalyzing class one's hook, and putting into writing a refined idea of what is important to them.
(E)4.3 Students will know that Zooey exhibits love and caring. Both characters change for the better over time. (Equip), Students will use a 'Fact and Opinion' graphic organizer to heavily and directly compare and contrast thematic evidence. They will use a 'Team Pair Solo' cooperative learning exercise to discuss the content in a variety of different ways. (Explore) Students will create a blog to elaborate on their findings and support for such findings. (Experience)
(R)4.4 Using the 'ABCD Whisper' method of checking for understanding, students will reflect on their varied levels of understanding amongst one another for a more refined understanding. (Rethink), Teachers will assess and students will self-assess using the same rubric, so as to level the playing field and degree of fairness in grading. Peers will not assess. (Rethink/Revise), and feedback by teacher on Product (Revise/Refine)
(E)4.5 Formative Assessment - Checking for Understanding: ABCD Whisper, and Timely Feedback: Self, Teacher (Evaluate)
(T) 4.6 Tailors
Verbal: Students will have the opportunity to write extensively.
Logic: Students will have the opportunity to compare and contrast, methodically, through the process of the graphic organizer.
Visual: Students will use a graphic organizer to visually differentiate the material.
Musical:
Kinesthetic: Students will organize themselves during the cooperate learning model process.
Intrapersonal: Students will work alone during a portion of the cooperative learning model process, and will ultimately create individual blogs.
Interpersonal: Students will work in groups during the cooperative learning model process as well.
Naturalist:
(O)4.7 Students will be able to express how the themes define the novel.
(Explanation) Product: Blog, Number of Days: 1-2 (Organize)
Lesson 5
(H) 5.2 Students will organize into groups based on understanding of the three major philosophical groups and will explain them to the other groups in-depth.
(E)5.3 Students will know that the focal themes in a novel define the text by its end. (Equip), Students will design their own graphic organizers to reflect on their own life experiences and comparisons with the content. They will use and 'Inside/Outside' cooperative learning exercise to discuss the content in a variety of different ways. (Explore) Students will create a Tumblr to discuss their relationships with the themes presented in the content throughout a series of journal-style entries. (Experience)
(R)5.4 Using the 'Fill-in-Thoughts' method of checking for understanding, students will reflect on their varied levels of understanding, individually, on a personal level. (Rethink), Teachers will assess and students will self-assesss using the same rubric, so as to level the playing field and degree of fairness in grading. Peers will not assess. (Rethink/Revise), and feedback by teacher on Product (Revise/Refine)
(E)5.5 Formative Assessment - Checking for Understanding: Fill-in-Thoughts, and Timely Feedback: Self, Teacher (Evaluate)
(T) 5.6 Tailors
Verbal: Students will be able to write extensively.
Logic: Students will have the opportunity to compare and contrast portions of content objectively.
Visual: Students will design a Tumblr page based on aesthetic preferences.
Musical:
Kinesthetic: Students will have the ability to move about while learning during the cooperative learning process.
Intrapersonal: Students will work independently on their Tumblr pages.
Interpersonal: Students will work together during the cooperate learning phase.
Naturalist:
(O)5.7 Students will be able to relate the integral elements of the story to their own experiences.
(Empathy) Product: Tumblr, Number of Days: 1-2 (Organize)
Lesson 6
(H) 6.2 Students will finalize the two former hooks, and fully explain what is most important to them in life.
(E)6.3 Students will know that the focal themes in a novel define the text by its end. (Equip) Students will use a 'Tree Chart' graphic organizer to draw connections from themes to the ultimate points of the novel. They will use a 'Value Line' cooperative learning method to assess the group's ideas and work together to decide which are most important or relevant. (Explore) Students will create a Google Doc. and share with the class so that each student can analyze the others' ideas and formulate questions for each student. (Experience)
(R)6.4 Using the 'Fist to Five' method of checking for understanding, students will reflect quickly on basic understandings before moving on to more in-depth thinking. (Rethink), Teachers will assess, peers will assess, and students will self-assesss using the same rubric, so as to level the playing field and degree of fairness in grading. (Rethink/Revise), and feedback by teacher on Product (Revise/Refine)
(E)6.5 Formative Assessment - Checking for Understanding: Fist to Five and Timely Feedback: Self, Teacher, Peer (Evaluate)
(T) 6.6 Tailors
Verbal: Students will have the opportunity to write extensively.
Logic: Students will assess their own levels of comprehension numerically.
Visual: Students will design a visual graphic organizer.
Musical:
Kinesthetic: Students will move about while learning during the cooperative learning process.
Intrapersonal: Students will work independently on their Google Docs.
Interpersonal: Students will work together during the cooperate learning process.
Naturalist:
(O)6.7 Students will be able to understand the author's intentions and their importance.
(Self-Knowledge) Product: Google Doc., Number of Days: 1-2 (Organize)
2004 ASCD and Grant Wiggins and Jay McTighe